ABSTRACT
The teaching of media and information literacy across the EU is framed and to a significant extent constrained by these configurations of policy, discourse and curriculum. There is a discernible gap between empirical research in the field of media and information literacy (MIL) and teacher training and development. Conceptually, MIL research most usually starts out from theories of powerful literacies and new literacy studies, and often seeks to contribute new evidence to debates around participatory culture. Formal teacher training in media education (ME) for capacity-building mainly depends on the presence or absence of ME policies in a country, but there is no clear correlation between formal curriculum inclusion and capacity-building. Training also can be compulsory and elective, but usually it is part of continuing education programmes. The diversity in Europe is also represented in different teacher training policies and strategies, especially in the analysis of study programmes and the comparison with the number and quality of existing teacher training materials.
